The paper "What Is An Effective Teacher" is a wonderful example of a report on education. This paper will shed light on an effective teacher. The first part is an outline of my own belief of an effective teacher given experiences at low grades of learning and the higher institution of learning and teaching. This is followed by other accounts of an effective teacher. The section will address the role and pedagogy of teaching, theories of learning and teaching, learning environment, and how social justice issues can be handled by an effective teacher.
Lastly, changes that may occur within the field of teaching and learning will be given special attention. Own belief about an effective teacher Since I began schooling, my conviction about an effective teacher revolved around the capacity to transmit directly to the students. The role of a teacher was to communicate knowledge in a succinct and structured manner, clarifying the solution, assign students clear and resolvable problems, and to ensure tranquillity and concentration in a classroom environment. This teaching approach is well pronounced in high school level of studies where teachers set clear objectives for learning, instructions progress from simple to complex concepts, students progress is monitored, and an aspect of re-teaching contents.
Moreover, teachers intensified practices, applications, and assessments during a teaching-learning session. During my lower grades, teachers were the main sources of knowledge. Actually, students remained passive listeners while a teacher played the role of a master i. e. a know-it-all. The premise of this belief is that learning can be optimized where a teacher presents clear content such that misinterpretation is removed while generalization is facilitated. The use of direct instruction in teaching was further motivated by the idea that students are able to learn if taught correctly.
Besides, the contents of a lesson ought to be disintegrated into teachable and learnable steps. The other element that gave me the motivation to the belief that direct instruction is an effective approach of teaching is the principle that students must master language, literacy, and numeracy skills before progressing to higher levels of education. Acquisition of these foundational skills is often tested in a timed examination and those who score low marks are retained in a class while others moved to subsequent grades. A glimpse into the approach of teaching lower grades confirms adherence to the standard procedure.
Children remained seated while facing the teacher. A teacher then makes use of the black or whiteboard to present alphabetic letters. As the lesson progresses teachers take the responsibility of drawing children’ s attention. The lesson plan and objectives clearly guide a teacher so that the teaching sequence is followed and that questions and instructions are understandable. When responding to questions, children can do so in groups as a means of maximizing participation.
What is more, teachers give an immediate reaction. Other accounts of effective teaching Contrary to my belief that effective teaching entailed direct instruction as a pedagogy of teaching and learning, it goes further than this to capture theories of learning and motivation, and the learning environment.